Rethinking Digital Transformation in Education: Lessons From Two Decades on the Frontline

This blog is contributed by guest author, Glenn Veen.

For more than twenty years, I have witnessed first-hand the evolution of technology in education, from the early days of dial-up modems, HF radio for remote students and computer labs to today’s landscape of fibre-connected schools, cloud services and BYOD classrooms. The journey has been anything but straightforward. The challenges facing both jurisdictions and individual schools in their digital transformation efforts are complex, nuanced and, above all, deeply human.

At the heart of the matter lies the perennial question of technology choice. Historically, schools have been driven by individual preferences–whether from school leaders, IT staff, students or even parents. This diversity of opinion becomes even more pronounced in environments that allow Bring Your Own Device (BYOD), where freedom of choice is both a strength and a logistical challenge.

The key to managing this complexity at scale is to shift the focus from the device itself to the underlying platform. A robust, highly manageable network – wired or wireless – forms the bedrock of any successful digital strategy. It must be resilient, secure and observable, with granular control down to the port level. Only then can schools reliably support any device, whether it’s a laptop, tablet, printer or even a smart TV, while maintaining visibility and control over network activity.

The imperative for evidence-based ICT infrastructure

Historically, research and investment in educational technology have tended to focus on tertiary institutions, rarely considering the needs of K-12 education. Yet, cost efficiency and optimisation are just as critical at the K-12 level. Government education budgets are rightly directed towards student outcomes, often leaving ICT infrastructure as an afterthought. Too often, schools view technology as a one-off purchase, neglecting the need for lifecycle management and ongoing investment.

Centralising network and server standards across schools relieves individual institutions of the burden of technology selection and procurement. And by moving from a capital expenditure (CapEx) model to an operational expenditure (OpEx) approach – such as leasing infrastructure directly from manufacturers – schools can ensure their technology remains current and fit for purpose, without the cyclical scramble for funds.

Financial sustainability: doing more with less

Balancing investment in digital infrastructure with tight budgets is a universal challenge. When I first joined WA’s Department of Education, it operated on CapEx budgets, replacing devices and infrastructure only when funds became available. This led to a patchwork of solutions with little consistency or scalability.

The move to OpEx models, particularly through leasing, brought much-needed consistency and predictability. No infrastructure was ever more than five years old, and the savings from reduced hardware and bandwidth costs were reinvested in network management tools and support systems. For schools adopting BYOD, the operational and financial benefits were clear: every student had access to a device, while the school could focus its resources on core infrastructure and improved local support for students and staff.

Telephony was another area ripe for transformation. Replacing ageing PABX systems with Voice over IP (VoIP) and mobile services not only reduced costs but also leveraged existing broadband infrastructure. Negotiated carrier agreements further lowered costs and provided additional technology funds for network tools and devices.

Bridging the digital divide: access and equity

One of the most persistent challenges in education is bridging the digital divide. In the early 2000s, ‘anytime, anywhere’ access was an aspiration hampered by inadequate broadband in schools. The addition of ‘anyhow’ access became more prevalent with the introduction of new technologies such as tablet devices.

Historically, WA schools had to meet a minimum ratio of devices per student ranging from 1:10 in primary school to 1:4 in secondary. Computer labs were implemented in some schools and all computers placed in the labs. Over time, operating systems, application and AV services were not updated and hardware was not renewed. As a result, devices fell into disrepair.

In Western Australia at the time, 90% of devices in schools were Microsoft Windows based, but with the introduction of devices–like the iPad and Samsung Android tablets – that balance shifted.  The adoption of a network- and server-based Standard Operating Environment (SOE) across the state allowed real flexibility in device choice for the first time. The challenge then was about ensuring that they were up-to-date, secure and effectively managed–especially in shared environments.

With the proliferation of low-cost tablets, access to reliable, high-capacity broadband became another critical equity issue (particularly when students could get better internet at home).

Initially in WA, bandwidth was allocated based on the technology that was available: metro schools got 10Mb/s per school whilst regional schools were provided with the maximum available to that site. This varied from a measly 256Kb/s to 2Mb/s as a maximum, yet the costs for these low bandwidth sites were significantly more expensive than network services.

The later rollout of fibre optic connectivity to 98% of schools was driven by evidence gathered from network management tools, not guesswork. Bandwidth allocations were set based on real usage data, ensuring resources were directed where they were needed most. This evidence-based approach proved far more cost-effective than relying on speculation.

The role of cloud services

Cloud-based solutions have become integral to modern education, particularly when students or staff require after-hours access. Email, productivity suites and file storage are now best delivered from the cloud, provided schools have secure, direct internet access.

While cloud storage can be costly, bulk agreements at the jurisdictional level can alleviate this burden. However, not all applications are suited to the cloud, and careful assessment—supported by robust management tools—is essential to ensure cost-effectiveness and performance.

The power of localised reporting and self-service

Mature management tools now enable localised reporting at the school level, empowering staff with actionable insights while maintaining appropriate boundaries. Outsourced technical support can be granted access to dashboards, and self-help services – such as AV updates, storage monitoring and password resets – can be implemented to streamline support and reduce downtime.

Other useful self-help services include:

• Desktop device speed/performance.
• Software upgrades (both OS and applications).
• Student login details.
• Active device counts.
• Firewall reporting, including non-educational content access.
• Auto-generation of support tickets.
• Reporting on existing support tickets.

Building digital resilience and cybersecurity

As schools become more digitally connected, the need for robust cybersecurity grows ever more urgent. The model we adopted in Western Australia involved a single broadband connection per school, with secure VPNs separating administrative and student traffic and failover provided through 4G and 5G mobile data for critical services. Modern firewalls created distinct domains for staff and students, enabling granular control over access and content.

Implementing frameworks like the ‘Essential Eight’ presents unique challenges in schools, particularly when it comes to password complexity for younger students. Solutions must be age-appropriate and driven by curriculum needs, not just technical requirements. As students progress, their access can be gradually expanded in a controlled, secure manner. Both school-owned and BYOD devices require rigorous security measures, monitored through advanced network management tools.

In summary, the digital transformation of education is an ongoing journey, not a destination. The lessons learned over two decades in Western Australia demonstrate the value of evidence-based decision-making, lifecycle management and a relentless focus on equity and sustainability. Today, platforms like Riverbed’s support these priorities by providing observability, performance monitoring, and secure infrastructure at scale—helping schools manage complexity while ensuring access and reliability for every user. By investing in robust infrastructure, embracing flexible device models and prioritising cybersecurity, schools can create resilient, future-ready learning environments that empower both students and staff.

Glenn is an experienced ICT leader who spent 22 years in senior roles at the Department of Education (WA), overseeing the design, monitoring and management of statewide technology and telecommunications infrastructure. He led key initiatives including the rollout of a fibre optic network connecting 98% of public schools across 2.5 million square kilometres of Western Australia, the implementation of a standard operating environment (SOE) focused on school network and servers, centralised cloud services and IP telephony, and the development of school-based management tools such as ICT dashboards and self-service systems. His work has ensured robust cyber security and provided schools with powerful tools to manage and monitor device and internet performance on their local networks.